Question

Cheektowage Central Middle School can be a lot of fun. It has game nights and student dances, after-school activities, and sports teams. However, students at the school must earn the right to join in the fun. If they don’t do their homework, participate in class, and behave at all times, they’re banned(禁止) from participating in after-school activities.
Students and parents say the threat of being excluded(排除在外) appears to be working. Kenny T. of Reno, Nev., says it taught him that actions have consequences: “I learned that I need to be balanced in both my work and athletics to be rewarded for working hard.” Parent Sondra LaMacchia told The New York Times that her 14-year-old daughter is learning responsibility at Cheektowaga Central. The teen used to perform poorly in her studies, but then she was banned from a school dance. The message got through loud and clear. “It’s nobody’s fault but hers,” LaMacchia said.
Although exclusion may help teach responsibility, some psychologists say it can also be threatening, especially for students who often cause, or may cause, trouble in school. They might become more aggressive and antisocial, which is exactly what schools like Cheektowaga Central want to prevent.
Should schools exclude students from activities to get them to behave? I believe teens need school activities and that inclusion can be the answer. For some troubled students, activities can be their motivation to stay in school. “Activities such as sports may be the only thing keeping certain students in school,” says Duace Wood, a teacher at Mohonasen High School in Rotterdam, N.Y. Getting involved in after-class activities keeps troublesome students in class. Even if they don’t do as well as their classmates, they are still learning. The more time they spend at school, the less time they have to even think about starting trouble. Teams also provide support and role models, and they help build the confidence that students need to succeed. If students who don’t behave are banned from activities, they might give up on school altogether.
【小題1】Paragraph 2 is developed by _______.

A．analyzing causes	B．giving examples
C．examining differences	D．following the time order

【小題2】Parent Sondra LaMacchia supports the policy of exclusion because _______.

A．it provides role models

B．her daughter is aggressive

C．her daughter hates taking exercise

D． it helps teach responsibility

【小題3】In Paragraph 3 and 4, the author mainly talks about________.

A．students who are good at sports

B．students who often cause trouble

C．teens who do well in their studies

D．teens who always behave themselves

【小題4】What is the author’s attitude towards the school’s policy of exclusion?

A． Negative

B．Sympathetic

C．Satisfied

D．Supportive

Answer 1

【小題1】B
【小題2】D
【小題3】B
【小題4】A

解析試題分析：本文講述了Cheektowage Central Middle School所進行的一項新的規定：表現不好的學生不能參加課外活動。不同的人對此有不同的看法，文章做了詳細的描述。
【小題1】B 細節題。根據第二段. Kenny T. of Reno, Nev., says i和 Parent Sondra LaMacchia told The New York Times that her 14-year-old daughter is learning responsibility at Cheektowaga Central列舉了孩子和父母親的兩個例子說明這一段是通過舉例說明的方式來組織的。故B正確。
【小題2】D 細節題。根據第二段4,5行Parent Sondra LaMacchia told The New York Times that her 14-year-old daughter is learning responsibility at Cheektowaga Central.可知在這所學校里她女兒學會了責任。要對自己做的事情負責，故D正確。
【小題3】B 細節題。根據文章3,4段especially for students who often cause, or may cause, trouble in school. They might become more aggressive and antisocial, which is exactly what schools like Cheektowaga Central want to prevent.和 For some troubled students, activities can be their motivation to stay in school. 說明這兩段主要講述的是那些在學校里經常惹麻煩的學生對于這樣的規定的受到的影響。故B正確。
【小題4】A 推理題。根據文章最后2段，尤其是最后2行If students who don’t behave are banned from activities, they might give up on school altogether.說明作者認為這樣的規定有很大的消極作用，尤其是對那些成績不是很好的學生。故A正確。
考點：考查議論文閱讀
點評：本文講述了Cheektowage Central Middle School所進行的一項新的規定：表現不好的學生不能參加課外活動。本文講述了不同的人對此的不同看法。本文所設試題主要考察細節查找，對于文章中的細節題，要注意文本內容的理解。關鍵是找出原文的根據，認真核查題支和原文的異同，常犯錯誤有：絕對化語言，范圍擴大或縮小，以偏概全，張冠李戴等。帶著問題，再讀全文，找出答題所需要的依據，完成閱讀。